Advances in Social Science, Education and Humanities Research, Series Volume Number 532

Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2020)

The Use of Ethnomathematics Learning Devices Based

on Realistic Mathematics Education Models
on Mathematics Literacy Mastery
Neza Agusdianita*, Victoria Karjiyati and Sufiyandi
Faculty of Teacher Training and Education, University of Bengkulu
*
Corresponding author. Email: [Link]@[Link]

ABSTRACT
The main objective of this study was to develop learning ethnomathematics learning device based on Realistic
Mathematics Education models on skill mastery in mathematics learning activities. The quasi-experimental technique
was done by matching the pre-test and post-test control group. The study involves the State Elementary School (SDN)
of Bengkulu city cluster 14 of class 4 as the population. Cluster random sampling is the technique applied to
determine the sampling so that the study took class 4 at SDN 52 Bengkulu City as an experimental group and class 4
at SDN 24 as the control group. A test comprising of five questions in the form of description was the instrument
used in this study. The test was given two times; before and after the learning activities in the experimental and
control classes. The results of the t-test on students' post-test showed tcount = 3.19, and ttable = 2.04. Hence, tcount >
ttable indicated that there were differences in post-test results between the experimental and control class. It can be
concluded that there is a significant influence on the use of ethnomathematics-based realistic mathematics models on
literacy abilities in mathematics learning activities of the 4th grade at SDN XIV in Bengkulu city.
Keywords: Ethnomatematics, Realistic mathematics model, Mathematic mastery.

1. INTRODUCTION According to Mansur [2], Indonesia has a low

mathematical literacy ability. The low ability of
Mathematics mastery can be learned by thinking
mathematical literacy in solving problems that exist
or reasoning. In line with the opinion of Abidin [1]
in Indonesia must be addressed immediately. To
who stated that mathematics is useful for developing
overcome the low mathematical literacy of the
thinking skills and problem-solving in mathematics
students, the training by giving PISA questions on a
itself, other fields, and also in everyday life. It means
regular basis becomes an alternative. It is expected
that mathematics subject plays an important role in
that after their habit of working on these problems,
education and is closely related to the other sciences.
students will get used to facing PISA problems and
Therefore, mathematics is given at the educational
students' mathematical literacy abilities will improve
level from elementary school to university level. By
greatly. In line with Johar [3], observers of
studying mathematics, the problems in mathematics
mathematics education are expected to make
in daily life can be solved. The mathematics scores of
innovations immediately in the learning process and
students in Indonesia are relatively low.
the evaluation of mathematics in schools starting
According to Programme for International from the elementary school level which leads to
Student Assessment (PISA) in 2018 about mathematical literacy. The low mathematics of
mathematical literacy skills, consistently, PISA students in Indonesia is one of them because
places Indonesian students in the lower ranks mathematics is an abstract of sciences. It exists only
compared to the other countries. Based on PISA in in human thought. These make children feel
2018, with a score of 3.79, Indonesia placed at the difficulty in understanding mathematics learning.
7th rank out of 78 countries. Literacy of mathematics While elementary school students are in the concrete
is the human’s ability in formulating, using and operational stage (Piaget in Lestari and Yudhanegara,
interpreting mathematics in a variety of settings. [4]. In other words, children were able to think

Copyright © 2021 The Authors. Published by Atlantis Press SARL.

This is an open access article distributed under the CC BY-NC 4.0 license -[Link] 317
 Advances in Social Science, Education and Humanities Research, Series Volume Number 532

systematically about concrete objects at the age of cultural elements with mathematics so that students
elementary school. This is in line with Brunner's are expected to know, love, and preserve culture.
theory that the learning process of elementary school
One of the cultures of Bengkulu Province that is
students was at the enactive, iconic, and symbolic
close to students is the Tabut Festival. In the
stages. Students will get experience or an event
construction of the Tabut building the requirements
directly that relates to concrete objects in their
for mathematical content, it is geometrical material.
surrounding environment.
According to the 2013 curriculum investigation, there
Therefore, to help students understand was some basic competency of 4th-grade
mathematics and know-how to realize it in their daily mathematics subjects that contain geometry material.
activities, the learning can be done by emphasizing The basic competition was KD 3.8 Analyzing the
the use of situations that can be imagined by students properties of the regular polygon and irregular
themselves. The model that elevates the context of polygon, then 4.8 identify a regular polygon and
real-life as a source of learning is the Realistic irregular polygon. In the KD above, students will
Mathematics Education model (RME). Accordingly, learn mathematics by using the construction of the
Fathurrohman [5] the model of realistic mathematics Tabut building. Geometry elements in the Tabut were
can be interpreted as the learning activities that apply found in the construction of the building.
actual-world situations. The students will not easily
By using Tabut's construction to find a concept,
forget about the notion of mathematics learning
the students will explore and think creatively.
because the realistic mathematics Education model
Therefore the students can develop their
uses real situations and objects around in the learning
mathematical literacy abilities. Mathematical literacy
activities. The results were the same as a research
components to be investigated by the researchers are
done by Karjiyati et al [6] entitled Development of
components of the process, contents, and contexts. In
Quantum Teaching Models in Mathematics Learning
Fajriyah's research entitled "The Role of
using Realistic Mathematics Education to Improve
Ethnomatematics Related to Mathematical Concepts
Learning Achievement, Creativity and Character of
in Supporting Literacy" [10]. The results of this study
Elementary Students. The results of this study
indicated that ethnomathematics enables students to
indicated that the RME model can improve the
identify the concepts of mathematics as literacy
concept of understanding, creativity, and character
according to their understanding of the socio-cultural
development of elementary students.
background. Moreover, ethnomathematics offers the
In facilitating the students to understand the situation in which are greater and more fun
concepts of the learning cases, a source related to the encouragement for the students so that they can have
students’ environment is required. They can learn more motivation to participate in the learning
based on the culture in the close setting. Mathematics activities. It is hoped that the students’ mathematics
related to the culture around is so-called literacy can reach a better quality. The above
Ethnomathematics. This agrees with Gerdes in explanation leads to the following objectives: 1) to
Dominikus [7] that ethnomathematics is a study of produce mathematics learning divice with the RME
mathematics concerning culture. According to Sirate model that are appropriate to be used in mathematics
[8] the results of his research indicated that the learning; 2) to produce effective learning tools to
ethnomathematics use was beneficial as the tools in improve mathematical literacy skills; 3) to compare
motivating, stimulating, and overcoming difficulties learning by using the RME model learning devices
of students in learning mathematics. This is because with conventional models learning devices in
ethnomathematics is a part of students' daily lives improving student literacy skills.
which is an initial conception that has been owned by
2. METHOD
the local socio-cultural environment. Besides that,
ethnomathematics gives a new nuance to This study was a research development. The study
mathematics learning. was done from February to March 2020 at SDN 52
Bengkulu City and SDN 24 Bengkulu City. The
This is supported by research Irawan and
sample of this research was grade IV A students.
Kencanawaty [9]. Their research indicated that
realistic mathematics learning based on The population was the whole subject under
ethnomathematics was one of the alternatives in research. The populations in this research were all
classroom learning. The learning activities become grade IV elementary schools on the XIV group of
more interactive so that the problems concerning Bengkulu city which consisted of SDN 24 Bengkulu
daily activities can be studied by the students. City, SDN 52 Bengkulu City, SDN 45 Bengkulu City,
Ethnomatematics’element becomes one of the teacher and SDN 24 Bengkulu City.
alternatives to provide learning that is linked to
The sampling technique was cluster random
sampling. According to Winarni [11] this technique

318
 Advances in Social Science, Education and Humanities Research, Series Volume Number 532

was used if a heterogeneous population is found The preparation of the worksheet (LKPD) was
because the sub-population of a group (cluster) has adjusted to the principles of the learning model
heterogeneous nature. In addition, this technique was (RME). LKPD was one of the teaching materials that
used if a list of all population units is not obtained, so serves to help students carry out learning. LKPD was
it was sufficient to list the clusters. arranged in a systematic, detailed, and clear way so
that it could help students carry out learning.
Samples were taken by random and carried out
According to Widada [14], the contextual learning
by drawing one of the elementary schools from the
media application suitable to the students’ needs can
entire population. Four elementary schools cluster
provide improvement in students' capabilities to
XIV with A accreditation in Bengkulu City were
achieve the notion and principle of mathematics.
drawn to get one school that would become a testing
Accordingly, it can improve students’ learning
ground, namely class IV SDN 45 Bengkulu City and
outcomes.
class IV SDN 42 Bengkulu city. The researchers
would draw in determining the control class and the Contextual learning media can efficiently generate
experimental class. In conducting the study, the patterns that students can quickly compile conjectures.
elementary school that would be used as an Besides, the students can accomplish the concepts and
experimental group was class IV A SDN 52, and the values that they are learning with the aid of more
control group was class IV A SDN 24 in Bengkulu competent friends or teachers with vertical
City. mathematical practices. It was found that more than 82
percent of junior high school students in Bengkulu
3. RESULTS AND DISCUSSION City were able to properly achieve the principles and
The study indicates the results of development. At values of the application of learning media. The
the initial stage, namely the stage of drafting mathematical skill of students who learn
mathematical learning tools namely the syllabus, ethnomathematics-oriented on YouTube media is also
lesson plans, worksheets, and the assessment greater than that of students who do not learn
instruments. The syllabus was developed based on ethnomathematics- oriented after mastering the initial
Permendikbud Republic of Indonesia Number 60 of abilities of the students [15].
2013 (Ministry of Education and Culture, 2013)
The assessment of instrument was developed based
concerning the basic framework and structure of
on Permendikbud RI Number 66 the year 2013 related
curriculum (KI and KD) mathematics material of
to assessment standards and Permendikbud RI
polygon regular and polygon irregular terms) 2013 for
Number 104 in 2014 related to the developed
elementary school and Permendikbud Republic of
assessment also refers to the learning objectives that
Indonesia Number 65 of 2013 (Ministry of Education
would be measured during the learning process and
and Culture, 2013) about process standards. In the
after learning. In this study, the assessment of
syllabus, the learning activities developed are adapted
instrument developed was a question of mathematical
to the syntax of the learning model that is used in this
literacy skills.
study namely the Realistic Mathematics Education
(RME) model. After compiling a draft of the mathematics
learning tool, it was continued to the validation
The lesson plans were developed referring to
process. The validation process in this study involved
the prepared syllabus. The preparation of the lesson
an expert lecturer and elementary’s teacher. The
plans is also based on Permendikbud Republic of
following table shows the draft of validation results in
Indonesia Number 65 of 2013 (Ministry of Education
RME learning device from elementary’s teachers.
and Culture 2013) about the standard process, and
Permendikbud Republic of Indonesia Number 81A of Table 1. The Validation of Learning Devices by
2013 and the Permendikbud Republic of Indonesia Validators
Number 103 of 2014 (Ministry of Education and
INDICATORS / ASPECTES SCORE
Culture, 2014) regarding the implementation of the No
2013 Curriculum. It was adjusted to the syntax of the OBSERVED 1 2 3 4
RME model. The learning steps in this lesson plan are
intended to direct the improvement of students’ 1. Conformity between KI, KD, and 3
Indicators
mathematical process skills and literacy abilities. It is
by the research results that planning realistic 2. Clarity of the formulation of learning 3
mathematical learning activities by using the objectives (does not lead to double
ethnomathematics theory enables students to define interpretation)
the notion of functions in mathematics effectively [12]
[13]. 3. Selection of learning material 4
(conformity with the objectives and
characteristics of the students)

319
 Advances in Social Science, Education and Humanities Research, Series Volume Number 532

4. Organizing of learning materials 4 with the use the RME model based on
(wrinkling, systematic, and time ethnomathematics.. The researchers used the Tabut as
allocation) a culture of Bengkulu Province. The
ethnomathematics-based RME model places more
5. Selection of learning sources / media 3
emphasis on the association between initial
(suitability and characteristics of the
experience/knowledge and the environment around
students)
students about culture and the subjects taught so that
6. Clarity of learning scenarios (learning 4 learning became meaningful to students. Students
steps in the initial, core and were required to know the problems that occur in the
concluding stages) environment and try to solve those problems. At the
time of researching the experimental class and the
7. Detailed learning scenarios (each step 3
teacher's control were required to be creative in
reflected in strategy / method and
presenting learning resources. In the experimental
time allocation)
class, the teacher presented a miniature Tabut building
8. Appropriateness of assessment 4 while in the control class used the EEC model. In the
techniques with indicators / learning control class, the teacher presented Figures of getting
objectives up flat. By using real learning resources, students were
more active and enthusiastic. The results showed that
9. Complete instruments (questions, 4
through learning with the ethnomathematics approach
keys, scoring guidelines)
students could carry out the process of abstraction,
10 Integration and compatibility 3 idealization, and generalization about geometric
. between components in the lesson objects. Students can do interiorization and
plans encapsulation in the form of geometric concepts and
principles. It is done through specialization and
Total score 35
generalization [16] [17].

Based on table 1, it could be concluded that the

learning model of the RME model was suitable in
learning. Then the draft learning kit consisting of
syllabus, lesson plans, worksheet (LKPD) and
assessment instruments were included in the (good)
category. In addition to assessing the draft learning
trap, expert lecturers also provided some suggestions
and comments for the improvement or revision of
learning tools. Figure 1: Example of Tabut
Table 2. The Result of the second pre-test samples
The figure above was a sample of the Tabut in
Deskription Pretest Bengkulu Province. There was an element of
Eksperiment Control geometry in the building of the Tabut. It shows
triangles, rectangles, and squares. Therefore,
The lowest score 8 2 the Tabut could be used as a source of learning based
The highest score 60 58 on ethnomathematics because it contained cultural and
mathematical elements in it. This was following the
Total 868 734 opinion of Adi et al [18] who said that teachers can
Average 27,13 22,94 create creativity by means of the media-assisted RME
model to make the learning process more meaningful.
Standard Deviation 12,70 12,80
In the experimental class, the first step was to
Variant 161,34 164 understand contextual problems. Learning begins with
Normality test -5,64 9,95 the teacher inviting students to observe the
surrounding environment first, namely observing the
Homogeneity Test 1.02 < 1,80= homogen classroom. After that students and teachers asked
Hypothesis test 1,32 < 2,04 = Ha rejected questions about the objects in the form of flat shapes.
Then the teacher invited students to observe
the tabut in front of the class. But the Tabut's
After the pre-test was carried out, both classes miniature did not yet represent all the material of flat
were given treatment, where in the experimental class build, therefore the teacher provided another tabut of a

320
 Advances in Social Science, Education and Humanities Research, Series Volume Number 532

miniature that has been made to represent all of the The third step was comparing and discussing
materials flat build. Utilization of the miniature of the answers. At this stage, each group reported the results
tabut fosters motivation of learning, students were of the discussion in front of the class by bringing a
very enthusiastic and ask about learning material so miniature tabut as the medium to assist in reporting
that their interest in learning highly. RME learning the results of the discussion. Students would read the
made students feel happy, comfortable, and results of the discussion systematically using a
enthusiastic in learning, students also always miniature tabut. After that, the teacher asked answers
remember the mathematical concepts obtained all to the other groups about the results of the group
because the students were looking for themselves. discussion going forward to the class. After questions
When students understand contextual problems, and asks, the teacher gave reinforcement about the
according to Chisara [19] through the RME model material in terms of polygon regularity and polygon
approach students could find out the relationship irregularity. Similarly, Syamsyudin noted that more
between mathematics and everyday life. students are actively interacting with other students or
Representation of activities in the step of teachers, and it is better to convert information on
understanding contextual problems could be seen in story problems or problems into a mathematical model
Figure 2. or in a mathematical expression. The activity
representation in the steps of comparing and
discussing answers is shown in Figure 4.

Figure 2. Step-1 of RME Model

The second step was solving contextual problems.
Figure 4. Step-3 of RME Model.
At this stage, students were divided into groups and
discuss to work on LKPD. The teacher asked students The fourth step was to conclude. At this stage,
to look for geometrical structures found in miniature both students and teachers concluded the subject
tabut buildings that had been shared by each group. matter that has been learned. The teacher provided
The teacher asked students to analyze the elements of opportunities for students to make conclusions about
a geometric and irregular polygon in the miniature of the material that they had learned. After that, the
the tabut. This made students feel challenged and teacher gave the stabilization of the material for
interested in identifying problems. Students shared students to write the conclusions in their respective
their assignments such as those who write the results notebooks. According to Heryan and Zamzali,
of discussions, some who observe the miniature of the ethnomathematics-based learning is significantly
tabut, some dictate and some report the results of the better than conventional learning to improve students'
discussion to the class. They worked faster because conceptual understanding abilities. But the material in
they used concrete objects. The teacher went around terms of polygon regularity and material in terms of
giving the opportunity to students to ask if there was polygon irregularity is less suitable for literacy
something not yet understood. Similarly, Shoimin [20] because of the high demands of literacy, whereas in
stated that guidance becomes an important principle terms of polygon matter only deals with the properties
of Realistic Mathematics Learning when students of the building.
discover mathematical principles, concepts, or
The influence of the ethnomathematics model on
formulas and students experience difficulties, the
students' mathematical literacy ability was because in
teacher will guide them. The activity representation in
learning mathematics using the ethnomathematics
this step of solving contextual problems is shown in
RME model students were actively involved and
Figure 3.
students discovered directly and explore their
knowledge, learning resources were presented directly
in the classroom so students were able to build literary
habits. Based on previous research, Fahmi et al [21]
stated that RME activity is a learning type designed to
improve mathematics literacy skills. For students
whose instruction is a scientific approach, the ability
to grasp the mathematical principles of students who
Figure 3. Step 2 of RME model. are taught using the associated mathematics learning
paradigm is better than for students who are

321
 Advances in Social Science, Education and Humanities Research, Series Volume Number 532

conventionally taught. It applies a similar effect on From the table above, it can be concluded that
students’ learning activities [22]. Through learning learning tools that use the RME model were better for
that is close to students' minds and the increasing the literacy ability of students than those
ethnomathematics approach can improve problem- using conventional models. The results, provide
solving skills [23], mathematical communication [24], reinforcement of previous research. Local culture is
and overcome mathematical difficulties [25] [26] the starting point for learning mathematics. This is to
Also, it was to improved mathematical abilities. make it easier for students to recognize the concepts
needed, making it easier for students to establish ties
In the control class that used the EEC model
between concepts. Besides, It will make the ideals of
(exploration, elaboration, confirmation). At this stage,
reduction, substitution, and combination simpler for
the teacher gave an explanation of geometrical shapes
students to achieve. The result of this study is that
by using images. The media used in the control class
studying ethnomathematics about the community of
was only in the form of flat shapes. Learning
Bengkulu fishermen can solve the difficulties of
resources presented were only based on learning
students knowing the linear equation system. The
books. The teacher appointed one of the students
understanding of the number of students taught with
forward to show the geometry in the Figure. When the
associated learning in mathematics is better than that
teacher asked who wants to answer the question,
taught with traditional learning models. The overall
students tended to be passive and afraid to advance.
score of the willingness of students to grasp the notion
Different from the conditions in the experimental
of numbers in students who received local culture-
class.
based material was greater than students who received
The second step was elaboration. In this step, local culture-based material (ethnomathematics) [27].
students were divided into heterogeneous groups to There are differences in mathematical abilities for
discussed student discussion sheets. Students students who are taught with realistic mathematics
discussed and worked on the questions according to approaches compared with students taught with
the Figures available at LKPD. During the group traditional learning. Also, the mathematical skills of
discussion process, students took longer to work on ethnomathematical oriented students were better than
the problems than in the experimental class. Some those who were non-ethnomathematical oriented [26].
students write the results of answers, some students This gives confidence that realistic mathematics
dictate the answers and tones of students who measure learning and ethnomathematics approaches have a
images. The teacher went around to see the work of positive influence on students' mathematical abilities
students. in elementary schools.
The final step was confirmation. In this step, each 4. CONCLUSION
group reported the results of the discussion in front of
The following conclusions are drawn based on the
the class by bringing the LKPD results. Students read
explanation and discussion of this study: 1)
the results of the discussion systematically. After that,
mathematics learning devices with the RME model
the teacher asked answers to the other groups about
are suitable in mathematics learning, 2) RME model
the results of the group discussion going forward to
is effective in improving mathematical literacy skills,
the class. Both students and teachers concluded the
3) learning by using the RME model learning tools is
subject matter that has been learned. The teacher
better in improving students' mathematical literacy
provided opportunities for students to made
skills than conventional model learning devices in
conclusions about the material that they had learned.
improving student literacy skills.
After that, the teacher gave the stabilization of the
material for students to write the conclusions in their ACKNOWLEDGMENT
respective notebooks.
We would like to thank the research and
Table 3. The result of the second post-test community service institute, Bengkulu University.
Thank you for the support of funding and facilities.
Posttest
Deskription
Eksperiment Control
The lowest score 36 18
REFERENCES
The highest score 82 78
Total 1903 1542 [1] Abidin, et al., Pembelajaran Literasi:Strategi
Average 59,47 48,19 Meningkatkan Kemampuan Literasi
Standard Deviation 12,57 15,59 Matematika, Sains, Membaca, dan Menulis,
Variant 158 243,06 Jakarta: Bumi Aksara, 2018.
Normality test 6,15 7,74
[2] Mansur, N, Melatih Literasi Matematika Siswa
Homogeneity Test 1,54 < 1,80 = homogen
dengan Soal PISA, no.1, 2018. pp:140-144
Hypothesis test 3,19 < 2,04 = Ha Accepted

322
 Advances in Social Science, Education and Humanities Research, Series Volume Number 532

[3] Johar, R., Domain Soal PISA untuk Literasi 2015. pp.31–44. Retrieved from
Matematika, Jurnal Peluang, vol. 1, no. 1, [Link]
2012. pp. 30-41
[15] Nugroho, K. U. Z., Widada, W., & Herawaty,
[4] Lestari, K.E, & Yudhanegara, MR., Penelitian D. The Ability to Solve Mathematical
Pendidikan Matematika. Karawang: [Link] Problems through Youtube Based
Aditama, 2015. Ethnomathematics Learning. International
Journal of Scientific & Technology Research,
[5] Fathurrohman, M., Model-model Pembelajaran
8(10), 2019. pp. 1232–1237
Inovatif. Yogyakarta:Ar-Ruzz Media, 2015.
[16] Widada, Wahyu, Herawaty, D., Ma’rifah, N.,
[6] Karjiyati, et al., Pengembangan Model
& Yunita, D. Characteristics of Students
Quantum Teaching dalam Pembelajaran
Thinking in Understanding Geometry in
Matematika Menggunakan Realistic
Learning Ethnomathematics. International
Mathematics Education untuk Meningkatkan
Journal of Scientific & Technology Research,
Prestasi Belajar, Kreativitas, dan Karakter
8(11), 2019. pp. 3496–3503.
Siswa SD. Vol. 7 No. 2. 2014. pp. 228-234.
[17] Widada, Wahyu, Herawaty, D., Andriyani, D.
[7] Dominikus,WS., Etnomatematika Adonara.
S., Marantika, R., & Yanti, I. D. The thinking
Malang:Media Nusa Creative, 2018.
process of students in understanding the
[8] Sirate, FS., Implementasi Etnomatematika concept of graphs during ethnomathematics
Dalam Pembelajaran Matematika Pada Jenjang learning. IOP Conf. Series: Journal of Physics:
Pendidikan Sekolah Dasar, Jurnal Pendidikan, Conf. Series 1470 (2020) 012072
vol. 15, no. 1, 2012. pp. 41-54. Doi:10.1088/1742-6596/1470/1/012072, 1470,
2020. pp. 1–8. [Link]
[9] Irawan, A and Kencanawaty, G., Implementasi
6596/1470/1/012072
Pembelajaran Matematika Realistik Berbasis
Etnomatematika. Vol. 1 No. 2, 2017. pp. 74-81. [18] Adi, et al., Pengaruh Model RME Berbantuan
Media Semi Konkret Terhadap Hasil Belajar
[10] Fajriyah, E., Peran Etnomatematika Terkait
Matematika Siswa Kelas V SD Gugus 8
Konsep Matematika dalam Mendukung
Kecamatan Gianyar,Kabupaten Gianyar Tahun
Literasi, No.1, 2018. pp. 114-119.
Ajaran 2013/2014, Vol. 2 No.1. 2014.
[11] Winarni, E.W., Penelitian Kuantitatif
[19] Chisara, et al, Implementasi Pendekatan
Kualitatif. Jakarta:Bumi Aksara, 2018.
Realistic Mathematics Education (RME) dalam
[12] Herawaty, Dewi, Widada, W., Adhitya, A., Pembelajaran Matematika, 2018. pp. 65-72
Sari, R. D. W., & Novianita, L. Students ’
[20] Shoimin, A. 69 Model Pembelajaran Inovatif
ability to simplify the concept of function
dalam Kurikulum [Link]: AR-
through realistic mathematics learning with the
RUZZ Media, 2017.
ethnomathematics approach. IOP Conf. Series:
Journal of Physics: Conf. Series 1470 (2020) [21] Fahmy, et al., Kemampuan Literasi
012031 Doi:10.1088/1742- Matematika dan Kemandirian Belajar Siswa
6596/1470/1/012031, 1470, 2020. pp. 1–8. Pada Model Pembelajaran (RME) Berbantuan
[Link] Geogebra, 2018. pp: 559-567
6596/1470/1/012031
[22] Widada, W. et al. The improvement of
[13] Widada, Wahyu, Herawaty, D., Beka, Y., Sari, trigonometry ability through connected
R. M., & Riyani, R. (2020). The mathematics learning models and scientific
mathematization process of students to approaches The improvement of trigonometry
understand the concept of vectors through ability through connected mathematics learning
learning realistic mathematics and models and scientific approaches. Journal of
ethnomathematics. IOP Conf. Series: Journal Physics: Conference Series, 1318(012078),
of Physics: Conf. Series 1470 (2020) 012071 2019. pp. 1–6. [Link]
Doi:10.1088/1742-6596/1470/1/012071, 1470, 6596/1318/1/012078
1–10. [Link]
[23] Widada, W, Herawaty, D., Mundana, P.,
6596/1470/1/012071
Agustina, Putri, F. R., & Anggoro, A. F. D.
[14] Widada, Wahyu, Proses Pencapaian Konsep The REACT strategy and discovery learning to
Matematika dengan Memanfaatkan Media improve mathematical problem solving ability
Pembelajaran Kontekstual. Jurnal Penelitian The REACT strategy and discovery learning to
Pendidikan Matematika Dan Sains, 22(1), improve mathematical problem solving ability.

323
 Advances in Social Science, Education and Humanities Research, Series Volume Number 532

Journal of Physics: Conference Series PAPER, [Link]

1318(012081), 2019. pp. 1–5. 6596/1470/1/012074
[Link]
[26] Andriani, D., Widada, W., Herawaty, D., Ardy,
6596/1318/1/012081
H., Nugroho, K. U. Z., Ma’rifah, N., …
[24] Herawaty, D, Gusri, S. A., Saputra, R., Liana, Anggoro, A. F. D. Understanding the number
E., & Aliza, F. The mathematics concepts through learning Connected
communication of students in learning based Mathematics (CM): A local cultural approach.
on ethnomathematics Rejang Lebong The Universal Journal of Educational Research,
mathematics communication of students in 8(3), 2020. pp. 1055–1061.
learning based on ethnomathematics Rejang [Link]
Lebong. Journal of Physics: Conference Series
[27] Widada, W, Nugroho, K. U. Z., Sari, W. P., &
PAPER, 1318(012074), 2019, pp. 1–8.
Pambudi, G. A. The ability of mathematical
[Link]
representation through realistic mathematics
6596/1318/1/012074
learning based on ethnomathematics The
[25] Widada, Wahyu, Herawaty, D., Rahman, M. ability of mathematical representation through
H., Yustika, D., & Elsa, P. Overcoming the realistic mathematics learning based on
difficulty of understanding systems of linear ethnomathematics. Journal of Physics:
equations through learning ethnomathematics. Conference Series, 1318(012073), 2019. pp. 1–
IOP Conf. Series: Journal of Physics: Conf. 8. [Link]
Series 1470 (2020) 012074 Doi:10.1088/1742- 6596/1318/1/012073
6596/1470/1/012074, 1470, 2020, pp. 1–14.

324